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What are the NATS Stage 2 tests?
NATS Stage 2 currently contains two online assessments:
- a Situational Judgement Test;
- a Listening Comprehension test.
Candidates are invited to Stage 2 after passing the NATS Stage 1 tests.
According to the current NATS Trainee Air Traffic Controller recruitment page, both Stage 1 and Stage 2 are virtually proctored by Aon.
Candidates must consent to the use of their:
- webcam;
- microphone;
so that their identity can be validated during the assessments.
NATS states that candidates who do not provide this consent will be blocked from taking the tests.
The two Stage 2 assessments examine different abilities.
| Assessment | Main focus |
|---|---|
| Situational Judgement Test | How you evaluate possible responses to workplace situations |
| Listening Comprehension test | How accurately you understand, retain and use spoken information |
Stage 2 is not simply another collection of numerical, spatial or logical aptitude questions.
The Situational Judgement Test examines professional decision-making, while the Listening Comprehension test examines auditory attention and accurate information processing.
NATS does not publish a complete Stage 2 question bank or detailed public specification covering:
- the exact number of questions;
- the precise time limit;
- whether every question is timed individually;
- the scoring formula;
- the passing threshold;
- whether audio can be replayed;
- whether notes are allowed;
- the weighting of each assessment.
Your Aon invitation, official tutorial and candidate instructions therefore take priority over independent guidance.
This consolidated page covers both current Stage 2 assessments. It uses original examples and does not reproduce protected NATS or Aon questions.
Where Stage 2 fits in the selection process
The current NATS selection process is structured as follows:
| Stage | Current published assessment |
|---|---|
| Stage 1 | Eleven online ability tests |
| Stage 2 | Online Situational Judgement Test and Listening Comprehension test |
| Stage 3 | Virtual assessment centre containing an interview, ATC knowledge test and observed retesting |
| Stage 4 | Practical exercise delivered virtually or face to face |
| After selection | Conditional offer subject to medical, security and employment conditions |
Candidates who pass Stage 2 and meet the minimum requirements may be invited to the NATS Stage 3 assessment centre.
Stage 3 currently includes observed retesting of earlier assessments.
This makes genuine independent performance important.
A candidate who relied on:
- another person;
- hidden assistance;
- prohibited notes;
- unauthorised software;
- copied answers;
may struggle to reproduce their performance when observed.
The complete recruitment sequence is explained in the NATS assessment process guide.
What does NATS officially confirm about Stage 2?
NATS currently confirms that:
- Stage 2 follows successful completion of Stage 1;
- Stage 2 contains an online Situational Judgement Test;
- Stage 2 contains an online Listening Comprehension test;
- the assessments are virtually proctored by Aon;
- webcam and microphone consent is required for identity validation;
- candidates who do not consent cannot complete the assessments;
- successful candidates may progress to a virtual Stage 3 assessment centre.
NATS does not publicly confirm on its main recruitment page:
- the exact SJT response format;
- whether candidates rank, rate or select responses;
- the exact listening-passage length;
- the number of speakers;
- the number of answer choices;
- the exact timing;
- the replay policy;
- the note-taking policy;
- the passing score;
- how the two test results are combined.
Do not treat a third-party practice platform as an official specification unless NATS or Aon has confirmed it for your campaign.
How Stage 2 differs from Stage 1
Stage 1 currently examines abilities such as:
- spatial awareness;
- logical thinking;
- numerical ability;
- sense of direction;
- reaction speed.
Stage 2 moves towards the application of judgement and the accurate processing of spoken information.
| Stage 1 emphasis | Stage 2 emphasis |
|---|---|
| Cognitive processing | Workplace judgement and auditory comprehension |
| Shapes, numbers, movement and rules | Situations, responses, messages and details |
| Identifying a correct logical answer | Comparing the effectiveness of possible actions |
| Processing mainly visual information | Processing spoken information |
| Speed and accuracy | Judgement, accuracy and information retention |
Strong Stage 1 performance does not automatically guarantee strong Stage 2 performance.
A candidate may be very capable at abstract reasoning but still need to improve:
- proportionate escalation;
- accountability;
- listening for corrections;
- retention of names and numbers;
- sequence tracking;
- recognition of final instructions.
Part 1: NATS Situational Judgement Test
What is a Situational Judgement Test?
A Situational Judgement Test presents workplace situations and asks candidates to evaluate possible responses.
Depending on the assessment format, candidates may be asked to:
- choose the most effective response;
- choose the least effective response;
- rank several actions;
- rate each action;
- select more than one appropriate response.
NATS does not publish the exact current response format on its main recruitment page.
Follow the official tutorial carefully.
An SJT does not ask only:
“What would you personally prefer to do?”
It asks you to evaluate which response is most professionally appropriate in the circumstances described.
This requires consideration of:
- safety;
- urgency;
- responsibility;
- authority;
- procedure;
- communication;
- teamwork;
- integrity;
- proportionality.
What may the NATS SJT assess?
NATS does not publish a complete SJT scoring framework.
However, its current trainee recruitment information emphasises workplace behaviours such as:
- respecting differences;
- valuing other people’s opinions;
- listening to others;
- understanding how behaviour affects colleagues;
- remaining calm and measured during setbacks;
- managing pressure and stress;
- being completely honest during recruitment and clearance.
These themes provide useful context, but they should not be treated as a leaked answer key.
A strong SJT response may demonstrate several of the following principles.
Safety awareness
Air traffic control is a safety-critical occupation.
When a scenario contains an immediate safety concern, the response should normally protect people and operations before focusing on convenience, appearance or speed.
This does not mean that every minor issue requires the most severe possible intervention.
The action should still be proportionate.
Integrity
Integrity involves:
- reporting information accurately;
- acknowledging mistakes;
- avoiding concealment;
- following authorised procedures;
- refusing to falsify records;
- protecting confidential information.
A response that hides an error to avoid criticism is generally weaker than one that corrects the issue and informs the appropriate people.
Accountability
Accountability means taking responsibility for your own role.
It may involve:
- correcting an error;
- informing affected colleagues;
- completing an agreed action;
- seeking help when necessary;
- learning from the outcome.
It does not mean accepting responsibility for matters outside your control or acting beyond your authority.
Communication
Effective communication should be:
- timely;
- accurate;
- relevant;
- respectful;
- directed to the appropriate person.
A response can be technically correct but incomplete when it fails to inform someone who needs the information.
Teamwork
Teamwork can involve:
- sharing relevant information;
- supporting a colleague;
- clarifying responsibilities;
- listening to another viewpoint;
- contributing to the shared objective;
- avoiding unnecessary conflict.
Supporting a colleague does not mean concealing their mistake or completing all their work indefinitely.
Procedural compliance
Procedures can exist to protect:
- safety;
- consistency;
- accountability;
- information security;
- service quality.
If a procedure appears unclear or unsuitable, the appropriate response is normally to seek clarification or raise the concern through the proper channel rather than ignore it.
Proportionate escalation
Escalation is appropriate when:
- there is significant risk;
- the matter exceeds your authority;
- the first-line response has failed;
- the issue involves serious misconduct;
- delay could worsen the outcome.
Escalation may be disproportionate when:
- the issue can be resolved directly and safely;
- no significant risk exists;
- the employee has not first clarified a simple misunderstanding;
- the response bypasses the appropriate immediate contact without reason.
Calm response under pressure
A strong response under pressure may involve:
- identifying the highest priority;
- acting on reliable information;
- communicating clearly;
- requesting appropriate support;
- avoiding impulsive or emotional action.
Remaining calm does not mean delaying necessary action.
A six-step SJT method
Use the following process for each scenario.
Step 1: identify the central issue
Ask:
- What has gone wrong?
- Who is affected?
- Is this a safety, integrity, workload, communication or conduct issue?
- Is the problem immediate or developing?
Do not become distracted by background details that do not affect the decision.
Step 2: assess risk and urgency
Consider:
- Could someone be harmed?
- Could incorrect information be used?
- Is there a deadline?
- Will delay make the situation worse?
- Is confidential information involved?
The most urgent issue should normally receive attention first.
Step 3: establish your responsibility
Ask:
- What is my role?
- What am I authorised to do?
- Who has decision-making responsibility?
- Do I need assistance?
- Does the issue need escalation?
Avoid both extremes:
- doing nothing because the issue is uncomfortable;
- taking control of a matter outside your authority.
Step 4: evaluate each response independently
Do not select an option only because it sounds more decisive than the others.
For each response, ask whether it:
- addresses the central issue;
- protects safety;
- communicates appropriately;
- respects authority;
- follows procedure;
- creates unnecessary harm;
- leaves an important step incomplete.
Step 5: distinguish incomplete from harmful responses
Two responses may both be weak for different reasons.
An incomplete response may:
- help partly;
- fail to communicate;
- postpone a necessary action;
- ignore one affected person.
A harmful response may:
- conceal the issue;
- create safety risk;
- falsify information;
- blame someone unfairly;
- disclose confidential information.
This distinction can be important when identifying the least effective response.
Step 6: choose the most complete proportionate action
The strongest response often:
- addresses the immediate problem;
- protects safety or accuracy;
- communicates with the right person;
- stays within authority;
- supports follow-up or learning.
The most dramatic response is not automatically the best response.
Original SJT practice questions
The following scenarios are original independent practice material. They are not official NATS or Aon questions and do not reproduce the current assessment.
Scenario 1: incorrect information
You realise that a timetable you updated contains an incorrect start time. Several colleagues may rely on it later that day.
What is the most effective response?
A. Wait to see whether anyone notices the error.
B. Correct the time where authorised and inform the affected colleagues promptly.
C. Delete the complete timetable without explanation.
D. Ask another colleague to accept responsibility.
Answer
B. Correct the time where authorised and inform the affected colleagues promptly.
Explanation
This response:
- addresses the error;
- reduces the chance of incorrect information being used;
- informs the people affected;
- demonstrates accountability.
Waiting allows the risk to continue. Deleting the entire timetable may create further confusion. Shifting responsibility is dishonest.
Scenario 2: unclear instruction
A supervisor gives you an instruction that appears to conflict with the written procedure. No immediate emergency exists.
What is the most effective response?
A. Ignore the written procedure and continue without comment.
B. Refuse to complete any further work.
C. Clarify the apparent conflict with the supervisor before proceeding.
D. Publicly accuse the supervisor of breaking the rules.
Answer
C. Clarify the apparent conflict with the supervisor before proceeding.
Explanation
The response:
- recognises the potential procedural issue;
- avoids making an unsupported assumption;
- uses the appropriate first-line communication;
- remains proportionate.
Immediate public confrontation would be excessive without first clarifying the situation.
Scenario 3: colleague under pressure
A colleague is struggling with several urgent tasks. You have completed your own immediate work and are authorised to assist.
What is the most effective response?
A. Offer targeted help and agree which task you can take without neglecting your own responsibilities.
B. Ignore the colleague because their workload is not your problem.
C. Complete every remaining task for them without discussion.
D. Tell other colleagues that the person cannot cope.
Answer
A. Offer targeted help and agree which task you can take without neglecting your own responsibilities.
Explanation
This supports the team while maintaining clear responsibility.
Completing everything indefinitely may create dependence and prevent the underlying workload issue from being addressed.
Scenario 4: confidential information
You receive a document containing personal information that was sent to you by mistake.
What is the most effective response?
A. Forward it to a friend to ask what to do.
B. Read the complete document out of curiosity.
C. Follow the organisation’s information-security process and notify the appropriate person.
D. Post a warning about the sender in a public group.
Answer
C. Follow the organisation’s information-security process and notify the appropriate person.
Explanation
The response protects confidentiality and uses the correct reporting route.
Scenario 5: minor disagreement
A colleague proposes a different method for a routine task. Both methods appear to comply with the procedure.
What is the most effective response?
A. Listen to the reasoning and agree on the method that best supports the shared objective.
B. Refuse to discuss the alternative.
C. Escalate immediately to the most senior manager.
D. Criticise the colleague in front of the team.
Answer
A. Listen to the reasoning and agree on the method that best supports the shared objective.
Explanation
The issue can be handled through respectful discussion.
Immediate senior escalation would normally be disproportionate.
Scenario 6: safety concern
You notice an equipment condition that may create a safety risk. You are unsure whether it has already been reported.
What is the most effective response?
A. Assume someone else has reported it.
B. Continue using the equipment until it fails.
C. Follow the applicable safety-reporting process and alert the responsible person promptly.
D. Mention it casually at the end of the week.
Answer
C. Follow the applicable safety-reporting process and alert the responsible person promptly.
Explanation
A possible safety issue requires timely action through the authorised process.
Uncertainty about whether another person has reported it is not a reason to remain silent.
Scenario 7: personal mistake
You make a mistake that delays a routine task. The delay can still be reduced if action is taken promptly.
What is the most effective response?
A. Hide the mistake and hope the delay is not noticed.
B. Inform the relevant person, correct what can be corrected and explain the revised completion time.
C. Change the record to show that the mistake did not occur.
D. Blame the computer without checking what happened.
Answer
B. Inform the relevant person, correct what can be corrected and explain the revised completion time.
Explanation
The response demonstrates:
- honesty;
- corrective action;
- communication;
- responsibility.
Scenario 8: competing priorities
You receive two tasks at the same time.
- Task A concerns a possible safety issue.
- Task B is a routine report due later that day.
What should you do first?
A. Complete Task B because it was assigned first.
B. Address or escalate Task A according to the safety procedure, then manage Task B.
C. Ignore both tasks until someone follows up.
D. Work on whichever task appears easier.
Answer
B. Address or escalate Task A according to the safety procedure, then manage Task B.
Explanation
The safety issue has greater priority.
The routine report still needs to be managed, but it should not displace an immediate safety concern.
Scenario 9: feedback
A supervisor explains that your updates contain unnecessary detail and that important actions are difficult to identify.
What is the most effective response?
A. Continue using the same format because it is your personal style.
B. Ask for an example of the required format, apply it and review whether the updates become clearer.
C. Stop sending updates entirely.
D. Tell colleagues that the supervisor dislikes detailed work.
Answer
B. Ask for an example of the required format, apply it and review whether the updates become clearer.
Explanation
This demonstrates a constructive response to feedback.
Scenario 10: inappropriate behaviour
A colleague repeatedly makes disrespectful comments about another team member despite being asked to stop.
What is the most effective response?
A. Join in so that you do not appear unfriendly.
B. Ignore the behaviour permanently.
C. Follow the appropriate workplace-conduct or management process and provide factual information.
D. Retaliate with insulting comments.
Answer
C. Follow the appropriate workplace-conduct or management process and provide factual information.
Explanation
Repeated inappropriate behaviour may require formal escalation.
The response should remain factual and use the authorised process.
Common SJT mistakes
Choosing the most forceful response
The strongest-looking action is not always the most effective.
A response can be excessive when a direct, safe and authorised first step is available.
Avoiding escalation completely
Proportionality does not mean avoiding escalation in every situation.
Escalation may be essential when the issue involves:
- safety;
- serious misconduct;
- confidentiality;
- repeated failure;
- matters outside your authority.
Prioritising harmony over safety
Maintaining a positive relationship is useful, but it should not prevent necessary reporting or correction.
Acting outside your authority
Taking initiative does not mean making decisions you are not authorised to make.
A strong response may involve:
- securing the immediate situation;
- gathering relevant facts;
- informing the responsible person.
Concealing mistakes
A response that protects your image while allowing incorrect information or risk to continue is generally weak.
Overlooking communication
Correcting an issue silently may be incomplete when other people need to know what changed.
Treating every scenario as identical
The correct level of action depends on:
- seriousness;
- urgency;
- authority;
- whether the issue is repeated;
- whether a first-line response has already failed.
Part 2: NATS Listening Comprehension test
What is a listening comprehension assessment?
A listening comprehension assessment presents spoken information and asks candidates to answer questions about what they heard.
The information may involve:
- people;
- roles;
- locations;
- times;
- dates;
- numbers;
- instructions;
- changes;
- sequences;
- final outcomes.
The assessment may require both:
- broad comprehension;
- precise detail retention.
A candidate may understand the general topic but still answer incorrectly because they confuse:
- the original time with the revised time;
- the person giving an instruction with the person completing it;
- a temporary location with the final destination;
- a stated fact with a suggested possibility.
What may the listening test assess?
NATS does not publish a complete public test specification.
A listening assessment can reasonably examine abilities such as:
- sustained auditory attention;
- comprehension of spoken English;
- short-term memory;
- retention of names and numbers;
- sequence tracking;
- distinction between similar details;
- recognition of corrections;
- resistance to irrelevant information;
- accurate response under time pressure.
The purpose is not to test aviation phraseology unless the official instructions state otherwise.
Candidates are applying for a trainee route.
Do not assume that professional radiotelephony knowledge is required.
A six-question listening framework
While listening, organise the information around six questions:
- Who is involved?
- What happened?
- Where did it happen?
- When did it happen?
- What changed?
- What happens next?
This framework helps separate:
- the central message;
- supporting details;
- corrected information;
- the final action.
Listen for correction signals
A passage may first provide one detail and then replace it.
Correction signals include:
- however;
- instead;
- originally;
- changed;
- moved;
- delayed;
- brought forward;
- no longer;
- now;
- revised;
- rather than.
For example:
“The briefing was originally planned for 09:20, but it will now begin at 09:45.”
The final confirmed time is 09:45, not 09:20.
Distinguish roles carefully
A passage may mention several people.
Track:
- who provided the information;
- who made the decision;
- who must complete the action;
- who will receive the result.
Example:
“Maya asked Daniel to send the revised figures to Hassan.”
The people have different roles:
- Maya gave the instruction;
- Daniel must send the figures;
- Hassan receives them.
Track sequences
A passage may describe several actions in order.
Listen for words such as:
- first;
- before;
- after;
- then;
- finally;
- once;
- immediately following.
Do not assume that the order of mention always matches the order of action.
For example:
“Before calling the supplier, Elena will check the inventory.”
The inventory check happens first, even though the supplier call may be the main topic.
Pay attention to negative wording
Questions may ask:
- Which action was not required?
- Who did not attend?
- Which location was not changed?
- What had not yet been completed?
Read the question carefully.
Understanding the passage does not prevent an error caused by overlooking one negative word.
Handle numbers precisely
Listening passages may contain similar numbers, such as:
- 13 and 30;
- 15 and 50;
- 14:40 and 14:14;
- 1,600 and 1,060.
Practise distinguishing:
- dates;
- times;
- quantities;
- reference numbers;
- percentages.
Do not guess a number based on what appears more likely.
Separate fact from possibility
A passage may mention:
- a confirmed decision;
- a proposal;
- a conditional action;
- an option that was rejected.
For example:
“The team considered moving the meeting to Friday, but it will remain on Thursday.”
The confirmed day is Thursday.
Friday was only considered.
A three-pass mental method
Even when audio is played only once, you can process it in three mental passes.
Pass 1: identify the topic
Determine:
- what the message concerns;
- who the principal people are;
- what decision or action matters most.
Pass 2: collect critical details
Focus on:
- names;
- numbers;
- times;
- locations;
- sequence;
- changes.
Pass 3: confirm the final state
Ask:
- Which detail was corrected?
- What is the final instruction?
- Who is responsible?
- What happens next?
This prevents an early detail from replacing the final confirmed information in memory.
Can you take notes?
The main NATS recruitment page does not publish a universal Stage 2 note-taking rule.
Use notes only if the official Aon instructions permit them.
If notes are allowed, keep them concise.
A useful format is:
WHO:
ACTION:
TIME:
PLACE:
CHANGE:
NEXT:
Do not attempt to transcribe every sentence.
Excessive writing can cause you to miss new information.
If notes are not permitted, develop mental organisation rather than using unauthorised material.
Can the audio be replayed?
NATS does not publish a universal replay rule on its main careers page.
Your official tutorial should confirm whether:
- the audio is played once;
- a replay is available;
- replay is limited;
- the question appears before or after the passage.
During preparation, complete some exercises after hearing the passage once.
This develops:
- first-pass attention;
- confidence;
- short-term retention;
- resistance to uncertainty.
Original listening-comprehension practice
These passages and questions are original independent material. They are not official NATS or Aon content.
For realistic practice:
- hide the passage;
- ask another person or a text-to-speech tool to read it once;
- answer the questions without reopening the passage;
- review the transcript afterwards.
Passage 1: revised meeting
The equipment review was originally scheduled for 09:40 in Room 5. Because the engineer will arrive 20 minutes late, the review will now begin at 10:00. The location has not changed. Before the review, Hana will check the inventory.
Question 1
When will the review begin?
A. 09:20
B. 09:40
C. 10:00
D. 10:20
Answer
C. 10:00
Question 2
Where will the review take place?
A. Room 4
B. Room 5
C. The inventory room
D. The engineer’s office
Answer
B. Room 5
Question 3
What will Hana do first?
A. Meet the engineer
B. Move the review
C. Check the inventory
D. Change the room
Answer
C. Check the inventory
Skills practised
- revised time;
- unchanged location;
- action sequence;
- role retention.
Passage 2: delivery responsibility
Lewis received confirmation that the replacement equipment will arrive on Thursday rather than Wednesday. Amira will inspect it when it arrives, and Lewis must send her the delivery reference before 16:30 on Tuesday. The original reference ended in 417, but the supplier replaced it with reference 471.
Question 1
On which day will the equipment arrive?
A. Tuesday
B. Wednesday
C. Thursday
D. Friday
Answer
C. Thursday
Question 2
Who will inspect the equipment?
A. Lewis
B. Amira
C. The supplier
D. The delivery driver
Answer
B. Amira
Question 3
What is the final delivery reference?
A. 417
B. 471
C. 714
D. 741
Answer
B. 471
Question 4
When must Lewis send the reference?
A. Before 14:30 on Tuesday
B. Before 16:30 on Tuesday
C. Before 16:30 on Thursday
D. After the equipment arrives
Answer
B. Before 16:30 on Tuesday
Skills practised
- day correction;
- role responsibility;
- similar numbers;
- deadline retention.
Passage 3: route change
The inspection team planned to enter through the south entrance. That entrance is now closed, so the team must use the east entrance. Priya will collect the access cards from reception, while Marcus will meet the contractor outside at 08:15. The inspection itself begins at 08:30.
Question 1
Which entrance must the team use?
A. North
B. South
C. East
D. West
Answer
C. East
Question 2
Who will collect the access cards?
A. Priya
B. Marcus
C. The contractor
D. The inspection manager
Answer
A. Priya
Question 3
When will Marcus meet the contractor?
A. 08:00
B. 08:15
C. 08:30
D. 08:45
Answer
B. 08:15
Question 4
Which event happens last?
A. The south entrance closes
B. Priya collects the cards
C. Marcus meets the contractor
D. The inspection begins
Answer
D. The inspection begins
Skills practised
- original-versus-final location;
- multiple roles;
- similar times;
- sequence.
Passage 4: rejected proposal
The team considered postponing the software update until next week, but the manager confirmed that it will proceed this Friday. Testing will begin at 13:00, and the update will start only if the test result is satisfactory. Noor will supervise the test, while Evan will notify users if the update goes ahead.
Question 1
When is the update currently planned?
A. Thursday
B. Friday
C. Next Monday
D. Next week, with no specific day
Answer
B. Friday
Question 2
What must happen before the update starts?
A. Users must approve it.
B. Evan must supervise it.
C. The test result must be satisfactory.
D. The manager must postpone it.
Answer
C. The test result must be satisfactory.
Question 3
Who will supervise the test?
A. Noor
B. Evan
C. The manager
D. The users
Answer
A. Noor
Question 4
What will Evan do?
A. Conduct the test
B. Postpone the update
C. Notify users if the update proceeds
D. Approve the test result
Answer
C. Notify users if the update proceeds
Skills practised
- proposal versus confirmed decision;
- conditional action;
- role assignment;
- final outcome.
Passage 5: numerical detail
A training session contains three groups. Group A has 18 participants, Group B has 21 and Group C was expected to have 16. Two people withdrew from Group C this morning, so its final total is 14. Group B will begin first, followed by Group C and then Group A.
Question 1
How many participants are in Group C now?
A. 12
B. 14
C. 16
D. 18
Answer
B. 14
Question 2
Which group begins first?
A. Group A
B. Group B
C. Group C
D. All groups begin together
Answer
B. Group B
Question 3
Which group begins last?
A. Group A
B. Group B
C. Group C
D. The passage does not say
Answer
A. Group A
Question 4
Which group contains the most participants?
A. Group A
B. Group B
C. Group C
D. Groups A and B contain the same number
Answer
B. Group B
Skills practised
- revised quantity;
- comparison;
- sequence;
- working memory.
Common listening mistakes
Remembering the first detail instead of the final detail
The passage may deliberately include a correction.
Listen for words showing that information has changed.
Confusing people and responsibilities
Several names may appear close together.
Separate:
- instructor;
- recipient;
- decision-maker;
- person completing the action.
Writing too much
When notes are permitted, attempting a full transcript can reduce comprehension.
Record only decision-relevant information.
Focusing on one missed word
Missing one word does not mean the entire passage is lost.
Continue listening for:
- the main message;
- corrections;
- final instructions.
Using subtitles during all practice
Subtitles change the task from listening towards reading.
Use them only during review.
Practising only familiar accents
Use varied clear speakers during preparation.
The purpose is not to imitate an extreme or deliberately confusing accent, but to avoid dependence on one voice.
Ignoring negative questions
Read the complete question before selecting an answer.
Reconstructing what seems logical
Answer from what was stated, not from what you think would normally happen.
Preparing for both Stage 2 tests
Stage 2 requires a different preparation approach from Stage 1 cognitive batteries.
NATS aptitude test preparation: Practise for the NATS Stage 2 aptitude assessments with ATC Practice.
Affiliate disclosure: We may receive a commission if you purchase through this link, at no additional cost to you. ATC Practice is an independent third-party preparation provider and does not guarantee the exact assessment content used by NATS.
The two assessments require separate practice.
A balanced Stage 2 session might contain:
| Activity | Suggested practice time |
|---|---|
| SJT scenarios | 20 minutes |
| SJT explanation review | 10 minutes |
| Listening passages | 20 minutes |
| Listening error review | 10 minutes |
These timings are independent guidance, not official NATS test timings.
Three-week Stage 2 preparation plan
Week 1: methods and accuracy
Situational judgement
Practise identifying:
- central issues;
- safety implications;
- responsibility;
- appropriate communication;
- proportionate escalation.
Do not use strict timing initially.
For every option, explain why it is:
- effective;
- incomplete;
- ineffective;
- harmful.
Listening
Use short passages containing:
- one or two speakers;
- times;
- names;
- locations;
- one correction.
Focus on accurate comprehension.
Week 2: complexity and time pressure
Situational judgement
Introduce scenarios involving:
- several affected people;
- uncertain authority;
- competing priorities;
- repeated misconduct;
- confidentiality;
- mistakes.
Use moderate timing while maintaining full analysis.
Listening
Use passages containing:
- several people;
- similar numbers;
- revised instructions;
- conditional actions;
- longer sequences;
- irrelevant details.
Complete some exercises after one presentation.
Week 3: mixed Stage 2 practice
Alternate between:
- SJT scenarios;
- listening passages;
- technical preparation;
- error review.
Complete one or two sustained sessions on the device you expect to use.
During the final days:
- reduce practice volume;
- review recurring errors;
- test the webcam and microphone;
- check the official deadline;
- protect sleep.
Building a Stage 2 error log
Use separate categories for each assessment.
| Test | Error | Likely cause | Corrective action |
|---|---|---|---|
| SJT | Escalated a minor disagreement immediately | Confused decisiveness with effectiveness | Check whether a safe direct response is available |
| SJT | Failed to report a safety concern | Prioritised avoiding conflict | Identify safety and urgency before relationship concerns |
| Listening | Selected original meeting time | Missed correction signal | Track original detail, change and final detail |
| Listening | Assigned action to wrong person | Names processed without roles | Record person-action pairs |
| Listening | Missed final step | Focused on numbers only | Review the complete sequence after listening |
Do not record protected official questions.
Record only:
- the skill involved;
- your general error pattern;
- the method to improve.
Stage 2 technical preparation
NATS currently states that Stage 1 and Stage 2 are virtually proctored by Aon.
Technical preparation is therefore part of assessment preparation.
Device
Before starting:
- confirm that the device is supported;
- use the required browser;
- connect the device to power;
- close unnecessary applications;
- complete updates beforehand;
- prevent automatic restarts;
- complete the official system check.
Do not assume that a mobile phone or tablet is supported.
Webcam
Confirm that:
- the browser has camera permission;
- the correct camera is selected;
- your face is clearly visible;
- lighting is adequate;
- another application is not using the camera;
- the camera remains stable.
Microphone
Confirm that:
- the browser has microphone permission;
- the correct microphone is selected;
- your voice can be detected;
- background noise is limited;
- another application is not using the microphone.
The microphone used for proctoring is separate from the listening-test audio output.
Both should be checked.
Audio output
Before the Listening Comprehension test:
- test the speakers or permitted headphones;
- select a comfortable volume;
- check for distortion;
- disable automatic switching between audio devices;
- complete the official audio test where available.
Use headphones only if the candidate instructions allow them.
Internet connection
Use the most stable connection reasonably available.
Before the assessment:
- pause downloads;
- close streaming services;
- reduce other household network use;
- avoid unreliable public Wi-Fi;
- keep the authorised support details accessible.
Room
Choose a room that is:
- quiet;
- private;
- adequately lit;
- free from interruptions;
- clear of unauthorised materials.
Before starting:
- silence your phone;
- disable notifications;
- close unrelated browser tabs;
- tell other people not to enter;
- prepare identification where required.
Identity validation and proctoring
Follow the official Aon instructions concerning:
- camera position;
- microphone access;
- identity documents;
- room scanning where required;
- permitted materials;
- breaks;
- behaviour during the test.
Do not attempt to bypass or interfere with proctoring.
Observed retesting at Stage 3 means genuine independent Stage 2 performance remains especially important.
What should you do if a technical problem occurs?
If the assessment freezes, disconnects or loses audio:
- remain calm;
- follow the official technical-support instructions;
- note the time;
- record the section affected;
- record the error message where permitted;
- contact authorised support promptly;
- protect confidential assessment content.
Do not:
- photograph official questions;
- record the audio;
- ask another person to view the assessment;
- repeatedly restart without instruction;
- publish the passage while seeking help.
If the audio is unclear because of a technical fault, use the official support process rather than guessing.
Workplace adjustments
Candidates who require an adjustment should contact NATS Talent Acquisition as early as possible.
The appropriate adjustment depends on:
- the barrier experienced;
- the ability being assessed;
- assessment validity;
- technical feasibility;
- the candidate’s individual circumstances.
Do not assume that an adjustment will automatically include:
- extra time;
- written transcripts;
- subtitles;
- replayed audio;
- handwritten notes;
- a different SJT response format.
An arrangement provided by another employer or education provider is not automatically transferred to NATS selection.
Raise the requirement early enough for it to be considered before the assessment deadline.
Ethical Stage 2 preparation
Appropriate preparation includes:
- original SJT scenarios;
- general workplace-judgement exercises;
- active-listening practice;
- properly licensed audio;
- worked explanations;
- technical checks;
- error logging;
- independent timed practice.
Inappropriate preparation includes:
- seeking leaked questions;
- sharing remembered official scenarios;
- distributing recorded audio;
- using another person during the test;
- using unauthorised notes;
- searching online during the assessment;
- attempting to bypass proctoring;
- recording the official interface.
Practise the underlying abilities rather than confidential assessment content.
Candidates may also look at the available NATS Stage 2 aptitude test preparation package from ATC Practice.
Affiliate disclosure: We may receive a commission if you purchase through this link, at no additional cost to you. Third-party preparation materials cannot guarantee the exact tests, questions, timings or assessment format assigned by NATS.
Limits of Stage 2 preparation
Preparation can help you:
- identify workplace priorities;
- evaluate proportional responses;
- improve accountability and communication analysis;
- distinguish original from revised information;
- retain names, times and numbers;
- track action sequences;
- prepare your device and environment;
- reduce avoidable errors.
Preparation cannot:
- reveal the official question bank;
- confirm the exact question count;
- guarantee the response format;
- confirm whether audio can be replayed;
- reveal the passing score;
- guarantee progression to Stage 3;
- replace genuine independent ability;
- guarantee success during observed retesting.
Be cautious with any provider claiming to offer:
- exact current NATS SJT questions;
- official listening recordings;
- leaked answer keys;
- guaranteed response rankings;
- secret pass marks;
- an exact Aon replica without evidence.
What happens after Stage 2?
Candidates who pass Stage 2 and meet the minimum requirements may be invited to Stage 3.
The current Stage 3 assessment centre is held virtually through Microsoft Teams and includes:
- an interview;
- an Air Traffic Control knowledge test;
- retesting of previous assessments while the candidate is observed.
Preparation should therefore continue after Stage 2.
Maintain:
- cognitive methods from Stage 1;
- workplace-judgement principles;
- listening accuracy;
- familiarity with assessment conditions.
Review the consolidated NATS Stage 3 assessment centre guide for the next stage.
What to verify officially
Before taking Stage 2, verify:
- that you have formally passed Stage 1;
- the Stage 2 completion deadline;
- the applicable time zone;
- whether opening the link starts the assessment;
- the current assessment provider;
- the required browser;
- supported devices;
- webcam requirements;
- microphone requirements;
- identity-validation requirements;
- SJT response instructions;
- listening-audio instructions;
- replay rules;
- note-taking rules;
- headphone rules;
- break rules;
- permitted materials;
- workplace-adjustment arrangements;
- technical-support procedures;
- how results will be communicated.
Use:
- the official NATS Trainee Air Traffic Controller page;
- the official Aon invitation;
- the official tutorials;
- your candidate instructions.
Candidate-specific instructions always take priority over independent guidance.
Bottom line
NATS Stage 2 currently consists of:
- an online Situational Judgement Test;
- an online Listening Comprehension test.
The SJT requires candidates to evaluate workplace actions using principles such as:
- safety;
- integrity;
- accountability;
- communication;
- teamwork;
- procedure;
- proportionate escalation.
The Listening Comprehension test requires accurate processing of:
- spoken details;
- names;
- numbers;
- times;
- roles;
- sequences;
- corrections;
- final instructions.
Prepare these abilities separately before combining them in sustained Stage 2 sessions.
Follow the official tutorial, complete the assessments independently and verify all technical and proctoring requirements before starting.